Barnardos Early Learning Centre Kaikoura

Education institution number:
65034
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
34
Telephone:
Address:

50a Ludstone Road, Kaikoura

View on map

1 Evaluation of Barnardos Early Learning Centre Kaikoura

How well placed is Barnardos Early Learning Centre Kaikoura to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Barnardos Early Learning Centre Kaikoura is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Barnardos Early Learning Centre Kaikoura is an early childhood education and care service provided by Barnardos New Zealand. The centre is located within the local high school grounds. It caters to the care and education needs of children from birth to school age.

The service, and the wider Kaikoura area, were significantly impacted by the 2016 earthquakes. This included the general operation of the service, service occupancy and staffing. Barnardos New Zealand responded by providing a social worker for its early learning service, and for other early learning services across the Kaikoura district, to support the emotional wellbeing of children and families within the wider community. A direct result of the earthquakes has been an increasingly diverse range of cultures attending the centre.

Since the previous ERO review in 2014, there have been significant changes to the leadership of the service and some changes in staffing. A new centre manager was appointed in 2016 from within the existing teaching team.

Leaders and teachers have developed purposeful, professional links with the wider education sector. These include other early childhood services and local schools, and are focused on supporting all children in the community.

The Review Findings

The service's bicultural philosophy was developed collaboratively and reflects the shared values and beliefs of the teachers and Barnardos New Zealand. The philosophy is well reflected in practice and underpins the rich curriculum provided for children. Leaders and teachers foster respectful relationships with children, parents and whānau. They work with families in sensitive and culturally responsive ways.

Children benefit from caring interactions within a calm and supportive learning environment. Teachers are responsive to the individual interests, strengths and capabilities of children. They actively promote children’s social and emotional wellbeing. Children are encouraged to take responsibility for themselves and to care for others and the environment. Tuakana teina relationships are clearly reflected in children’s friendships and relationships with one another.

All children have many opportunities to learn about the bicultural nature of Aotearoa/New Zealand in ways that are respectful of the Māori culture and meaningful for children. Māori values are given prominence and reflect community priorities and the local context. Māori children are well supported to succeed as Māori. Bicultural practices are authentic and reflective of the local community.

Strong links to the wider community provide a localised context that enriches the curriculum for children. Teachers are responsive to children's individual interests, strengths and capabilities. They provide a broad range of experiences and carefully considered activities that support children’s engagement and wellbeing. Literacy, mathematics and science are thoughtfully integrated.

The spacious, natural outside environment reflects the local area. Teachers carefully consider the presentation of specific learning spaces to inspire children’s curiosity, exploration and participation. Children have good opportunities for physical play and to learn about the natural world.

Children under two years old, and those with additional needs, are well supported within an inclusive and responsive learning environment. They experience well-paced routines and unhurried, sensitive interactions. Specific expertise is sought to help all children succeed in their learning.

The effective operation and management of the service is competently supported by the Barnardos regional manager and professional practice leader. They regularly provide professional support and guidance to build leadership capacity and teacher capability. This includes thorough quality assurance processes and a systematic approach to internal evaluation and quality assurance processes. Leaders and teachers are focused on ongoing improvement and positive outcomes for children’s wellbeing and sense of belonging.

Key Next Steps

Service managers and leaders have identified, and ERO's external evaluation has confirmed, that a number of new systems and processes need to be fully introduced and embedded. This includes strengthening:

  • assessment, planning and evaluation practices that clearly focus on teaching strategies and learning outcomes for children
  • internal evaluation processes that explicitly focus the impact of practices on outcomes for children
  • recently-developed appraisal and attestation processes.

Leaders have identified, and ERO agrees, that further development with the implementation of Te Whāriki 2017 is a key priority.

Management Assurance on Legal Requirements

Before the review, the staff and management of Barnardos Early Learning Centre Kaikoura completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:

  • curriculum
  • premises and facilities
  • health and safety practices
  • governance, management and administration.

During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:

  • emotional safety (including positive guidance and child protection)

  • physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)

  • suitable staffing (including qualification levels; police vetting; teacher registration; ratios)

  • evacuation procedures and practices for fire and earthquake.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Barnardos Early Learning Centre Kaikoura will be in three years.

Alan Wynyard

Director Review & Improvement Services

Te Waipounamu - Southern Region

18 September 2018

The Purpose of ERO Reports

The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.

2 Information about the Early Childhood Service

Location

Kaikoura

Ministry of Education profile number

65034

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

47 children, including up to 15 aged under 2

Service roll

43

Gender composition

Boys 25 : Girls 18

Ethnic composition

Māori
Pākehā
Other ethnicities

17
22
4

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:8

Better than minimum requirements

Review team on site

July 2018

Date of this report

18 September 2018

Most recent ERO report(s)

Education Review

May 2014

Education Review

November 2010

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:

  • Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
  • Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
  • Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
  • Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.

Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.

ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.

A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.

For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.

ERO’s Overall Judgement and Next Review

The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.

1 Evaluation of Barnardos Early Learning Centre Kaikoura

How well placed is Barnardos Early Learning Centre Kaikoura to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Barnardos Early Learning Centre in Kaikoura is an early childhood and education service provided by Barnardos New Zealand. The centre is located within the local high school grounds.

The effective operation and management of the centre is well supported by the Barnardos regional manager and professional practice leader who provide targeted guidance and sustainable systems.

Since the 2010 ERO review, there have been some changes to leadership at the centre. The managers and leaders have high expectations for teaching and learning outcomes for children. The centre manager places a strong focus on developing teamwork and growing leadership skills. She has initiated a review of the philosophy so that it will more closely reflect the uniqueness of the centre and the strong emphasis placed on bicultural practices and Te Ao Māori.

Since the previous ERO review, the teaching team has made significant progress with all of the curriculum, self-review and assessment recommendations.

The Review Findings

Children benefit from positive and respectful relationships with their teachers and other children. The wellbeing of infants and toddlers and young children is actively fostered by caring and supportive teachers. Teachers work with children in highly inclusive and responsive ways. They maintain a calm, slow pace in which children have space and time to lead their learning. Teachers engage with children in ways that affirm and extend children’s language and communication skills. Children have easy access to a learning environment that is well resourced, encourages exploration and provides challenges.

Parents and whānau are warmly welcomed into the centre. Teachers promote a sense of community amongst parents and whānau. They value parent contributions and involvement in the life of the centre and their children’s learning.

Parents and whānau are informed about children's learning and their involvement in the programme through well documented and attractively presented profile books and learning displays.

The teaching team places a high emphasis on developing strong links with the community and the local environment. Teachers see the community as an important extension of the centre programme. They make good use of the many local resources and services to enrich children’s learning and sense of belonging.

The programme and resources within the centre environment strongly reflect bicultural perspectives and the local environment. Children have many opportunities to learn about the natural world and sustainable practices. The interesting and spacious areas encourage children’s curiosity, participation and exploration.

Teachers provide planned experiences to help children develop citizenship and empathy through opportunities to help others and by giving back to the community. Children are actively encouraged to take responsibility and to care for one another and the environment.

Children enjoy a child-led programme where teachers:

  • are responsive to their interests, strengths and capabilities
  • nurture their creativity
  • develop and extend their literacy and numeracy
  • foster their independence and social skills.

Teachers communicate effectively and work well together for the benefit of the children.

Teachers actively encourage and support children to develop as leaders. This is particularly evident in the pōwhiri that they offer to visitors where children take lead roles in the karanga, the whaikorero, waiata and karakia.

Teachers make effective use of self review to improve the environment and enhance the curriculum. The self-review process is clearly understood and used by all teachers. The views of parents and children are highly valued. Self review is focused on continuously improving teaching practices and learning outcomes for children.

Key Next Steps

The managers and leaders have identified, and ERO agrees, that some aspects of documentation could be improved. These include:

  • increasing child, parent and whānau voice/aspirations in planning in children’s profile books
  • strengthening the evaluation of the impact of teaching practices on children’s learning
  • implementing the newly developed goals and appraisal system that includes the registered teacher criteria.

Management Assurance on Legal Requirements

Before the review, the staff and management of Barnardos Early Learning Centre Kaikoura completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:

  • curriculum

  • premises and facilities

  • health and safety practices

  • governance, management and administration.

During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:

  • emotional safety (including positive guidance and child protection)

  • physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)

  • suitable staffing (including qualification levels; police vetting; teacher registration; ratios)

  • evacuation procedures and practices for fire and earthquake.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Barnardos Early Learning Centre Kaikoura will be in four years.

Graham Randell

National Manager Review Services

Southern Region

29 May 2014

The Purpose of ERO Reports

The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.

2 Information about the Early Childhood Service

Location

Kaikoura

Ministry of Education profile number

65034

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

47 children, including up to 15 aged under two years of age

Service roll

52

Gender composition

Girls 28; Boys 24

Ethnic composition

Māori

NZ European/Pākehā

Samoan

18

33

1

Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

 

Over 2

1:8

Better than minimum requirements

Review team on site

March 2013

Date of this report

29 May 2014

Most recent ERO reports

Education Review

November 2010

 

Education Review

June 2004

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:

  • Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
  • Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
  • Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
  • Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.

Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.

ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.

A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.

For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.

ERO’s Overall Judgement and Next Review

The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.